WORKING IN GROUPS
ROLES OF RESPONSIBILITY

The following question can emerge in groups where responsibility is unequally shared:

"I don't like to do all the work and let others take the credit. How can I prevent this?"

Every student will be eventually evaluated (Peer Evaluations) by other group members to assess the amount of effort put forth by that student in accomplishing group work. "Free-loading" will be discouraged because it will result in a poor evaluation, and regular contributions will be rewarded by a high evaluation. To facilitate individual accountability and smooth group functioning, roles will be chosen by group members; taking these roles seriously should help to spread the work among group members and result in high ratings for all. These roles can be rotated weekly if desired since some may be more difficult than others.  Suggested roles are listed below. Groups with fewer or more group members can adjust the responsibilities accordingly.
 
 

Role Responsiblity For Example
Discussion Leader -
 		 Keeps group on track; maintains full participation; checks for timing of discussion;
(your peer tutor will help in this also)		 "Let's focus on the problem". "It's time to move on to the next question". "What's your opinion?"
Recorder - reporter
This one is a necessity, even if other roles are not chosen		 Records assignments, strategies; writes up report, making sure all agree "Did I get everything down?" "Do we all agree on this?" "Everyone check this answer"
Accuracy coach, resource person Locates resources (including text) and brings to class; probes for deeper understanding "What does the text say?" "Where did you find that information?" "Why do you say that?"
Skeptic; summarizer
(Discussion leader can also serve this role)		 Challenges group consensus, looks for alternative ideas; summarizes progress of group, and checks for understanding by all group members. "John, do you agree with Sue?"  "I'm not sure we're on the right track." "Here's where I think we are - do you all agree?"

The above was taken almost verbatim from the course web page for SCEN103 designed by George Watson, who in turn borrowed the information from Barbara Duch, University of Delaware